Anthony Cotton
Ida Greco - EAL
Peter Kelly
Chris Leunig
Azar Rahmatzadeh - EAL
Kathleen Timms
Alice White
Summary of Course
Unit 1
Area of Study 1 - Reading and Creating Texts
Students explore how meaning is created in a text. They produce an analytical text response on Gattaca and a creative response on the play Brilliant Lies with a written explanation of their intentions. EAL students write their creative response on Gattaca.
Area of Study 2 - Analysing and Presenting Argument
Students consider: the contention of texts; the development of the argument including logic and reasoning; tone and bias; and the intended audience; how authors craft texts to support and extend the impact of an argument. They complete a written SAC where they analyse how language and arguments are employed in previously unseen written and visual material. They also give an oral presentation designed to persuade the audience to agree with their point of view on a current issue in the media.
Unit 2
Area of Study 1 - Reading and Comparing Texts
Students compare presentation (including structures, conventions and language) of ideas, issues and themes in two texts. They complete an analytical text response comparing Montana 1948 with Twelve Angry Men.
Area of Study 2 - Analysing and Presenting Argument
Students build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience.
hey complete a written SAC where they analyse how language and arguments are employed in previously unseen written and visual material. They also complete a SAC where they create a piece of writing that expresses their point of view on an issue current in the media.
Year 11 Course Outline
Year 11 English Timeline 2016
Summer Holiday Homework - Reading Texts. Language Analysis
Term 1
Week 1 29th Jan
Introduction to VCE English in Year 11 – rules and regulations for orals, SACs etc.
Week 2 - 1st – 5th Feb
Activities and discussion surrounding Gattaca
Week 3 -8th – 12th Feb
Continue activities and discussion surrounding Gattaca
Week 4 – 15th – 19th Feb
Continue activities and discussion surrounding Gattaca
Area of Study One, Reading and Creating: SAC 1 Analytical Text Response– Gattaca - first double of week
Week 7 – 7th – 11th March
Begin study of Brilliant Lies - for creative response. EAL do Creative response to Gattaca and may wish to start Montana 1948 early.
Week 8 15th – 18th March
Labour Day 14th
Study of Brilliant Lies - themes, characterisation, conventions of drama etc
Week 9 21st March – 24th March
Good Friday 25th March
Study of Brilliant Lies -
Holiday homework - prep oral, reading MOntana 1948, practice piece for BL?
Term 2
Week 1 – 12th-16th April
Curriculum Day 11th
Continue study of Brilliant Lies - practice pieces
Week 2 -18thth – 22nd April
Unit 1 Area of Study 1 Reading and Creating . SAC 2 - Creative Response to Brilliant Lies and commentary. Double and single.
Week 3 -26th April – 29th April
Anzac Day 25th
Area of Study 2 - Analysing and Presenting Argument. Begin Issue for Language Analysis - argument, audience, tone, connection to audience and language.
Week 4 – 2nd May – 6th May
Continue Analysing and Presenting Argument - doing practice articles on the issue
Week 5 -9th May – 13th May
As above
Week 6 – 16th May – 20th May
Unit 1 Area of Study 2 Analysing and Presenting Argument SAC 3 - Written Language analysis of previously unseen written and visual material on the issue studied. First double of the week.
Week 7 – 23rd May – 27th May
Unit 1 Area of Study 2 Analysing and Presenting Argument SAC 4 - Oral Presentation - Point of View Speech
Week 8 – 30th May – 3rd June
.As above and exam revision. (Exam = text response (choose between Gattaca and BL? and Language Analysis) Practise unpacking essay topics for BL - if some students want to write analytical text response.
Week 9 – 6th June – 9th June 10th June - Report Writing Day
Exams
Week 10 14th June – 17th June Queen's Birthday 13th June
Unit Two - Area of Study 1 - Reading and Comparing Texts Begin Montana 1948 - themes, issues and ideas and how presented. Possibly using chart that can be completed with reading of Twelve Angry Men.
Week 11 20th June – 25th June
Exam Feedback - Continue Montana 1948
Some on NT tour
Holiday Homework - Montana 1948 task?
Term 3
Week 1
12th -15th July
11th = Curriculum Day
Continue Montana 1948
Week 2
28th – 22nd July
Pres Ball 22nd July
Continue Montana 1948
Week 3
25thJuly – 29th July
Continue Montana 1948
Week 4
1st- 5th August
Begin Twelve Angry Men - complete chart comparing with Montana 1948. Comparing presentation of ideas, issues and themes in the two texts.
Week 5
8th – 12th August
Continue Twelve Angry Men - complete chart comparing with Montana 1948.
Week 6
15th – 19th August
Continue TwelveAngry Men - complete chart comparing with Montana 1948.
Week 7
22nd – 26th August
Continue TwelveAngry Men - complete chart comparing with Montana 1948.
Week 8
29th August – 2nd September
Unit 2 Area of Study 1 Reading and Comparing Texts SAC 1 Comparing Montana 1948 and Twelve Angry Men
Week 9
5th – 9th September
Unit 2 Area of Study 2 Analysing and Presenting Argument Begin Language Analysis - on new issue
Week 10
12th – 16th September
Continue analysis practice
Holiday Homework - Revision of texts and language analysis practice piece and decide on topic for written point of view (could be on same topic as oral in term 2?) Term 4
Week 1
3rd – 7th October
Continue language analysis practice
Week 2
10th-14th October
Continue language analysis practice.
Week 3
17th – 21st October
Unit 2 Area of Study 2 Analysing and Presenting Argument SAC 2 Written Language Analysis SAC. First double.
Week 4
24th -28th October
Unit 2 Area of Study 2 Analaying and Presenting ARgumnet SAC 3 Written Point of View Piece. First double
Week 5
2nd – 4th November
Monday - no classes Tuesday 1/11 Cup Day public holiday
Revision for three hours exam. Section A - Analytical Text Response Gattaca or Brilliant Lies Section B Comparative Text REsponse - Montana 1948 and Twelve Angry Men Section C - Language Analysis.
Week 6
7th – 11th November
Exam revision.
Week 7
14th – 18th November
Last day of Year 11 classes 14th November then exams – exam review day in Week 8.
Gattaca - Text Response - Unit 1 - Outcome 1 Part 1 - Analytical Text Response
Advice from VCAA. Note the commentary is assessed with the piece - not separately. (One of the descriptors in above rubric from VCAA is about the commentary.)
Units 1 and 3 — Reading and creating texts
The creative response
In Units 1 and 3, students are required to respond to the set text in a creative form. Although the response is to be creative in nature, the set text remains central to this task. Students may transform and adapt key moments or aspects of the text as a way to develop and extend their understanding of the original. The connections made between the original text and the creative response need to be credible and authentic. Some ideas for the development of a creative response include:
present the original text from an alternative perspective
transpose the original text into another form
explore a gap or silence in the original text
explore an idea, issue or theme from the original text in detail
transpose the original text into a new setting
adapt the language of the original text to create a new or different impact.
Some ideas for the form of the creative response include:
a monologue
a script
a graphic text
a short film
a prologue
an epilogue
a chapter
a series of letters
a series of journal entries.
The written explanation
As part of the Unit 3 creative response assessment task, students are required to demonstrate the connection between their creative response and the original text by justifying their choices in a written explanation. Teachers need to ensure that students become familiar with the requirements of the written explanation in Unit 1, so that they have had experience with this component of the course before they complete Unit 3.
The written explanation is a detailed paragraph that outlines the decisions made by the student as they developed their creative response. The purpose, context and audience must all be addressed in the explanation in order to justify the selected content and approach to the task.
In Unit 3, the written explanation is assessed within, and part of, the creative response – see the Performance descriptors.
The written explanation is not allocated separate marks. While the focus of the assessment is on the quality of the creative response, the articulation of the creative intention in relation to the original text has critical bearing on the overall assessment.
Sample written explanation
Sample text: Burial Rites by Hannah Kent
For my creative response, I decided to write an internal monologue for the character of Steina in the novel Burial Rites. This seemed appropriate given that the text presents the story from a range of points of view, including that of the protagonist, Agnes. I thought it would be interesting to view the narrative from the perspective of the eldest daughter of Jon and Margret, because there seems to be so much that she would like to say to the murderess who is lodging in her house, yet she is forbidden to do so. Steina recognises Agnes from a childhood incident, and as a result, sees the humanity in her. This is in direct contrast to her mother and sister who initially regard Agnes with disdain and treat her as an animal. I chose a first-person narrative to allow Steina to express her views about Agnes instead of having to share the views of her mother. I used simple and spare language to reflect the fact that Steina cannot probably read or write very well because she is a girl and the daughter of a peasant farmer. This would have been very typical of the context in which the novel is set.
Authentication of the creative response
The authentication of creative responses may be achieved by having students:
record their ideas and drafts in a journal that is regularly checked by the teacher
complete the drafts of their work in class over a period of time
write different sections of their creative response under examination conditions in class that are collected and signed off by the teacher, and then returned to the students to be continued in the next lesson.
Class time should be used to prepare for this assessment task so that teachers are able to authenticate each student's work.
Chapter Questions with pre-reading vocabulary lists, intended for independent study use... Summary(from http://1948montana.pbworks.com/w/page/747434/Plot%20Summary - also has lots of other useful materials) - Montana 1948 is told from the perspective of a man looking back on his childhood. The boy, David, describes the events of the summer of 1948 in a small town in Montana. His father, the town Sheriff is forced to arrest and accuse his brother, the town physician of sexual assault and then murder. Throughout the story David's grandfather attempts to free his younger son which forces David's mother and the Deputy, Len, to defend the house. The uncle is held captive in their basement until he commits suicide. At the end of the story the family leaves Montana and lives their lives away from the memories and oppression that reside in that summer and that place.
https://www.youtube.com/watch?v=ciQ4ErmhO7g = TED talk on medical cannabis - very good
STudents should do a written language analysis. See 12englishwhi.wikispaces for lots of helpful stuff - language analysis page. Then they do an Oral SAC where they show a segment from current affairs show and analyse use of media to persuade.
Welcome to the Year 11 English Wiki Page
The new study design and advice and other resources can be found at:http://www.vcaa.vic.edu.au/Pages/vce/studies/futuresd.aspx
Please also see
http://bhsyear11english.weebly.com/ = has terrific resources for language analysis, Gattaca, Montana 1948 etc
2016 Staff
Anthony CottonIda Greco - EAL
Peter Kelly
Chris Leunig
Azar Rahmatzadeh - EAL
Kathleen Timms
Alice White
Summary of Course
Unit 1Area of Study 1 - Reading and Creating Texts
Students explore how meaning is created in a text. They produce an analytical text response on Gattaca and a creative response on the play Brilliant Lies with a written explanation of their intentions. EAL students write their creative response on Gattaca.
Area of Study 2 - Analysing and Presenting Argument
Students consider: the contention of texts; the development of the argument including logic and reasoning; tone and bias; and the intended audience; how authors craft texts to support and extend the impact of an argument. They complete a written SAC where they analyse how language and arguments are employed in previously unseen written and visual material. They also give an oral presentation designed to persuade the audience to agree with their point of view on a current issue in the media.
Unit 2
Area of Study 1 - Reading and Comparing Texts
Students compare presentation (including structures, conventions and language) of ideas, issues and themes in two texts. They complete an analytical text response comparing Montana 1948 with Twelve Angry Men.
Area of Study 2 - Analysing and Presenting Argument
Students build on their understanding of argument and the use of persuasive language in texts that attempt to influence an audience.
hey complete a written SAC where they analyse how language and arguments are employed in previously unseen written and visual material. They also complete a SAC where they create a piece of writing that expresses their point of view on an issue current in the media.
Year 11 Course Outline
Year 11 English Timeline 2016Summer Holiday Homework - Reading Texts. Language Analysis
Term 1
Labour Day 14th
Good Friday 25th March
Term 2
Curriculum Day 11th
Anzac Day 25th
10th June - Report Writing Day
Queen's Birthday 13th June
Some on NT tour
Term 3
12th -15th July
11th = Curriculum Day
28th – 22nd July
Pres Ball 22nd July
25thJuly – 29th July
1st- 5th August
8th – 12th August
15th – 19th August
22nd – 26th August
29th August – 2nd September
5th – 9th September
12th – 16th September
Term 4
3rd – 7th October
10th-14th October
17th – 21st October
24th -28th October
2nd – 4th November
Monday - no classes
Tuesday 1/11
Cup Day public holiday
7th – 11th November
14th – 18th November
Gattaca - Text Response - Unit 1 - Outcome 1 Part 1 - Analytical Text Response
This site has some very thoughtful ideas on the filmhttp://www.englishworks.com.au/gattaca/
http://www.slideshare.net/Ty171/gattaca-film-techniques-8758619
http://www.slideshare.net/kiwikatie/introducing-gattaca-ideas-and-conflicts?next_slideshow=3
http://www.slideshare.net/Chantelleba/gattacapowerpoint-8624151?next_slideshow=2 = themes and discussion
Thought this may be interesting for GATTACA
http://www.the-scientist.com/?articles.view/articleNo/36011/title/Supreme-Court-Nixes-Patenting-Human-Genes/
Brilliant Lies - Unit 1 Area of Study 1 - Outcome 1 Part 2 - Creative Response
Advice from VCAA. Note the commentary is assessed with the piece - not separately. (One of the descriptors in above rubric from VCAA is about the commentary.)
Units 1 and 3 — Reading and creating texts
The creative response
In Units 1 and 3, students are required to respond to the set text in a creative form. Although the response is to be creative in nature, the set text remains central to this task. Students may transform and adapt key moments or aspects of the text as a way to develop and extend their understanding of the original. The connections made between the original text and the creative response need to be credible and authentic. Some ideas for the development of a creative response include:
- present the original text from an alternative perspective
- transpose the original text into another form
- explore a gap or silence in the original text
- explore an idea, issue or theme from the original text in detail
- transpose the original text into a new setting
- adapt the language of the original text to create a new or different impact.
Some ideas for the form of the creative response include:- a monologue
- a script
- a graphic text
- a short film
- a prologue
- an epilogue
- a chapter
- a series of letters
- a series of journal entries.
The written explanationAs part of the Unit 3 creative response assessment task, students are required to demonstrate the connection between their creative response and the original text by justifying their choices in a written explanation. Teachers need to ensure that students become familiar with the requirements of the written explanation in Unit 1, so that they have had experience with this component of the course before they complete Unit 3.
The written explanation is a detailed paragraph that outlines the decisions made by the student as they developed their creative response. The purpose, context and audience must all be addressed in the explanation in order to justify the selected content and approach to the task.
In Unit 3, the written explanation is assessed within, and part of, the creative response – see the Performance descriptors.
The written explanation is not allocated separate marks. While the focus of the assessment is on the quality of the creative response, the articulation of the creative intention in relation to the original text has critical bearing on the overall assessment.
Sample written explanation
Sample text: Burial Rites by Hannah Kent
For my creative response, I decided to write an internal monologue for the character of Steina in the novel Burial Rites. This seemed appropriate given that the text presents the story from a range of points of view, including that of the protagonist, Agnes. I thought it would be interesting to view the narrative from the perspective of the eldest daughter of Jon and Margret, because there seems to be so much that she would like to say to the murderess who is lodging in her house, yet she is forbidden to do so. Steina recognises Agnes from a childhood incident, and as a result, sees the humanity in her. This is in direct contrast to her mother and sister who initially regard Agnes with disdain and treat her as an animal. I chose a first-person narrative to allow Steina to express her views about Agnes instead of having to share the views of her mother. I used simple and spare language to reflect the fact that Steina cannot probably read or write very well because she is a girl and the daughter of a peasant farmer. This would have been very typical of the context in which the novel is set.
Authentication of the creative response
The authentication of creative responses may be achieved by having students:
- record their ideas and drafts in a journal that is regularly checked by the teacher
- complete the drafts of their work in class over a period of time
- write different sections of their creative response under examination conditions in class that are collected and signed off by the teacher, and then returned to the students to be continued in the next lesson.
Class time should be used to prepare for this assessment task so that teachers are able to authenticate each student's work.Persuasive Language - Units 1 and 2
PENDING rubric for written point of view
Unit 1 SAC 4 Oral Presentation VCAA advice:
The oral presentation must be able to be authenticated. The oral presentation may take the form of:
http://www.deathandtaxesmag.com/220290/tabloid-headlines-without-the-sexism/ = great intro to how writers use language - loaded headlines versus neutral or more positive from feminist perspective.
http://splash.abc.net.au/digibook/-/c/1392049/the-power-of-speech = whole suite of videos of famous speeches and a PDF of rhetorical devices - that is quite advanced.
Montana 1948 and Twelve Angry Men - Unit 2 Outcome 1 - Reading and Comparing
Chapter Questions with pre-reading vocabulary lists, intended for independent study use...
Summary(from
http://1948montana.pbworks.com/w/page/747434/Plot%20Summary - also has lots of other useful materials)
- Montana 1948 is told from the perspective of a man looking back on his childhood. The boy, David, describes the events of the summer of 1948 in a small town in Montana. His father, the town Sheriff is forced to arrest and accuse his brother, the town physician of sexual assault and then murder. Throughout the story David's grandfather attempts to free his younger son which forces David's mother and the Deputy, Len, to defend the house. The uncle is held captive in their basement until he commits suicide. At the end of the story the family leaves Montana and lives their lives away from the memories and oppression that reside in that summer and that place.
See also the comprehensive and excellent weebly page on Montana 1948
http://bhsyear11english.weebly.com/montana-1948---home-page.html
and
http://1948montana.pbworks.com/w/page/747434/Plot%20Summary = also has characters etc
Twelve Angry Men
go tohttp://12englishwhi.wikispaces.com/Twelve+Angry+Men for LOTS of documents and resources on Twelve Angry Men. VATE handout is very useful.
Old Study Design - Not Current 2016
Identity and Belonging -Unit 1 Outcome 2
high_school_stereotypes_by_nanoguy-d2zp9tr.jpghttp://www.sbs.com.au/news/article/2014/11/12/comment-why-cliques-form-some-high-schools-and-not-others = a good example of expository writing on the topic!
014 Issue = Use of Cannabis for Medicinal Purposes
resources.mhs.vic.edu.au/englishenrichment/analysisoflanguage.htm
http://www.wisegeek.com/what-are-the-pros-and-cons-of-medical-marijuana-legalization.htm#didyouknowout = a simple summary of the issue
http://www.gizmodo.com.au/2014/05/should-marijuana-be-legal-in-australia/ = a powerful argument in favour of legalisation of marijuana - video by The Fresh Gentlemen
http://umsu.unimelb.edu.au/for-against-medical-marijuana/ = exactly what it says and easy reading but intelligent
http://www.smh.com.au/federal-politics/political-news/medical-cannabis-closer-to-federal-approval-20140928-10n5rd.html = current news piece for background to the issue
http://www.smh.com.au/comment/marijuana-an-illegal-weed-or-a-needed-medicine-20140402-zqo0r.html - opinion piece
http://www.amsj.org/archives/3022 = an extremely technical article by a medical student - for keenies.
A medical article that will put you off smoking dope keenieshttp://www.drugfree.org.au/fileadmin/library/Cannabis/UseOfCannabisMedicalPurposesFinal.pdf
http://www.smh.com.au/federal-politics/political-opinion/medical-marijuana-a-sensible-step-back-from-past-paranoia-20130204-2dudm.html= an opinion piece on the issue to analyse with the class
http://www.theage.com.au/federal-politics/political-opinion/the-politics-of-cannabis-and-compassion-why-tony-abbott-is-leading-the-chorus-20140919-10j5rp.html - another practice piece.
http://edition.cnn.com/2013/08/08/health/gupta-changed-mind-marijuana/ = an American piece but interesting
http://www.sbs.com.au/news/insight/tvepisode/marijuana = debate on use of medical marijuana
https://www.youtube.com/watch?v=ciQ4ErmhO7g = TED talk on medical cannabis - very good
STudents should do a written language analysis. See 12englishwhi.wikispaces for lots of helpful stuff - language analysis page. Then they do an Oral SAC where they show a segment from current affairs show and analyse use of media to persuade.
2
https://www.youtube.com/watch?v=YuNJDcfXIxA = teens cause havoc - 'current affairs' bias!
https://www.youtube.com/watch?v=Lix_7Gdwwz0 = chaser team lampoon current affairs